Online Learning Definition of Key Terms

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 23 to navigate and ease students during learning. Therefore, having a course or at least teaching students about how to operate computer and internet is essential. 4 Provide trainees with access to lecture notes Online lecture notes allow trainees to review the course content at their own pace. Students who are already familiar with teaching material could skip and change their focus on another material. Students are able to read notes as long as they want. 5 Incorporate synchronous human interaction Synchronous communication places as the basis for discussion and collaboration among learners. Teacher plays important role to be the facilitator in building students’ interaction, teacher oversee information exchanged among students. Good discussion and collaboration will enhance understanding about learning material. 6 Provide trainees with learner control Learner-controlled settings let trainees to spend as much time as they want or need learning the material. Learner control provides each trainee time to reveal on the material, prepare ideas, and assemble responses attentively. Providing trainees with control should reduce frustration and boredom, since trainees can skip digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 24 sections of the material they are already familiar with. 21 In addition, Web-based training courses have the benefit which is internet linking, making it possible to provide additional content and more choices regarding content for learners.

3. Face-to-Face Learning

Approaches and Methodologies According to Jack C. Richards and Theodore S. Rodgers, language teaching divided into 3 parts; major trends in twentieth- century language teaching, alternative approaches and methods, and communicative approaches. 22 In this research, the researcher only focused on cooperative language learning which included as communicative approach. a Cooperative language learning definition Cooperative language learning is a part of the general instructional approach called collaborative learning. Cooperative language learning defines as an approach that use cooperative activities involving pairs and small groups of learners in the classroom. 23 b Types of learning and teaching activities 21 Large A., Hypertext instructional programs and learner control: A research review. Education for Information 1995, 14. 22 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, UK: Cambridge University Press, 2001 23 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods …, 192. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 25 According to Johnson et al., he describes that cooperative language learning consists of three types: 24  Formal cooperative learning groups The groups last from one class period to several weeks. This aimed for specific task and get students working together to achieve learning goals.  Informal cooperative learning groups The groups last from few minutes to one class period. This meant to focus student attention and learning facilitation during direct teaching.  Cooperative base groups The groups last for long term, at least a year. It allows students to give support, help, encouragement, and assistance to others. c Jigsaw activity Jigsaw activity consists of three steps: 25  Each students of the group receives different piece of course material.  Students regroup with others which have same course material to master it.  Students return to first group division to share their specific course material. 24 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods …, 196. 25 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods …, 197-198. digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 26

B. Previous Study

The researcher found the similar topic in the previous studies. The previous studies also discuss Blended Learning Strategy applied in some courses. The first study found in the study entitled “Using Blended Learning to Improve Student Success Rates in Learning to Program ” by Tom Boyle. 26 This study discusses about how effective blended learning strategy is. In this case, Tom limits the study in learning to program. The results of this study indicate a generally positive evaluation of the main elements of the blend, and extensive use of the new online features. Another similar study found by the researcher, is entitled “Engaging with blended learning to improve students’ learning outcomes” by Rebecca Francis. 27 This study also has same idea as the prior, which is discussing about blended learning strategy effectiveness. In this case, Rebecca focused on the learning outcomes, which are the goals of learning. This paper evaluates case studies of the introduction of blended learning in these disciplines. The result demonstrates and evaluated the students who do not engage with blended learning are academically disadvantaged. The researcher also found another similar topic which entitled “Using blended learning to increase learner support and improve retention ” by 26 Tom Boyle et al., Using Blended Learning to Improve Student Success Rates in Learning to Program , Volume 28, Issue 2-3, 2003 27 Rebecca Francis, et al., Engaging with blended learning to improve students’ learning outcomes, Volume 38, Issue 4, 2013 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 27 Gwyneth Hughes. 28 This study also discusses blended learning strategy effectiveness for some purposes. In this case Hughes focused on learner support and improving retention. The researcher also found similar topic with different focus in a stud y entitled “Making the Connection in a Blended Learning Environment ” by Liz Aspden. 29 This study has blended learning as the topic, with its effe ctiveness for learners’ connection with peers and institution. Those four studies have the same topic with the researcher which is discussing about blended learning strategy, but it differs in the focus of the study which the prior four are discussing about its effectiveness, while the researcher’s focus is about how does the learning process of Blended Learning Strategy is applied and learners’ perception of it. Another similar topic found by the researcher, is the study entitled “Blended teaching and learning: a two-way systems approach” by John Hamilton. 30 This study has blended learning as the main topic, and it has deeper explanation about Biggs’ approach. The study has the same topic as what the researcher has, but it differs in the focus of the study. The last similar topic that found by the researcher is entitled “Blended learning: efficient, timely and cost effective ” by Kevin Lothridge. 31 This 28 Gwyneth Hughes, Using blended learning to increase learner support and improve retention, Volume 12, Issue 3, 2007 29 Liz Apsden, et al., Making the Connection in a Blended Learning Environment, Volume 41, Issue 3, 2004 30 John Hamilton, et al., Blended teaching and learning: a two-way systems approach, Volume 32, Issue 5, 2013 31 Kevin Lothridge, et al., Blended learning: efficient, timely and cost effective, Volume 45, Issue 4, 2013 digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 28 research discussed blended learning as the topic, and its benefits which are efficiently, timely, and cost effective as the focus. It is the same as the prior studies, which have same topics but differ in the focus.